DAILY LEARNING ACTIVITY SHEET:

INTRODUCTION TO PHILOSOPHY
QUARTER 1 WEEK 1

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________

Activity Title: Doing Philosophy

Learning Target: Recognize human activities that emanated from deliberation reflection.
Realize the value of doing philosophy in obtaining a broad perspective on life.

Main Idea:

One of the key elements in many educational reforms is diversity, difference and
choice or other proposals that establish separate curricular routes for different groups or
individuals. Diversity is the difference that makes each person unique (i.e., biology,
ethnicity and culture, family life beliefs, geography, experiences and religion.
Etymologically, the word “philosophy” comes from two Greek words, philo,
meaning “to love” and sophia, meaning “wisdom.” Philosophy originally meant “love of
wisdom” and in a broad sense, wisdom is still the goal of philosophy. Philosophy is also
defined as the science that by natural light of reason studies the first causes or highest
principles of all things. In attaining wisdom, there is a need for emptying. Emptying can
be intellectual

Examples:

Since life is valuable, time should not be wasted in unnecessary endeavors. The yin-
yang is about balance in life and the lotus flower symbol of Buddhism. The thinker
sculpture by Auguste Rodin can represent or can be interpreted as critical reflection .
Philosophy is Science- because the investigation is systematic. Natural Light of
Reason- because it uses his natural capacity to think or simply human reason alone.
Study of All Things- because philosopher does not limit himself to a particular object of
inquiry, multidimensional or holistic. First Cause or Highest Principle- something
proceeds in any manner whatsoever. Principle of Identity- whatever is is; and whatever
is not is not. Principle of Non-Contradiction- it is impossible for a thing to be and not to
be at the same time. Principle of Excluded Middle- there is no middle ground. Principle
of Sufficient Reason- nothing exists without a sufficient reason for its being and
existence.

Questions/ Exercises:

Answer the following:

1. Draw a symbol that will represent your life, explain why this symbol represents
your life today? Write at least 10 sentences.

2. How important is the time for a person like you?

3. Cite examples on how philosophy can be a principle of sufficient reason or non-

contradiction.
4. Share your concepts about the importance of philosophy in your daily life
 DAILY LEARNING ACTIVITY SHEET:
INTRODUCTION TO PHILOSOPHY
QUARTER 1 WEEK 2

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________

Activity Title: Doing Philosophy

Learning Target: Realize the value of doing philosophy in obtaining a broad perspective
on life.

Main Idea:

The Branches of Philosophy:

Metaphysics- is only an extension of a fundamental and necessary drive in every
human being to know what is real.
Ethics- is generally a study of the nature of moral judgements.
Epistemology- deals with nature, sources, limitations and validity of knowledge.
Logic reasoning - is the concern of logician.
Aesthetic- is the science of the beautiful in its various manifestation.

Examples:

The three greatest philosopher:

Socrates- uses Socratic method, which asking questions.
Plato- uses Platonist method, meditation.
Aristotle- uses Aristotelian method, debates and arguments.

Questions/ Exercises:

1. Discuss one branch of Philosophy. Cite examples.

2. Share your views about the three philosopher/triumvirate? Socrates? Plato? And
Aristotle?
3. Draw your interpretation of Plato’s cave.
4. Share your views about what is “right” or “wrong”. Give examples

DAILY LEARNING ACTIVITY SHEET:

 INTRODUCTION TO PHILOSOPHY
QUARTER 1 WEEK 3

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________

Activity Title: Holistic and Partial Point of View

Learning Target: Distinguish a holistic perspective from a partial point of view.

Appreciate Filipino indigenous thoughts.

Main Idea:

Like any other people, the Filipino must eventually take consciousness of his own
particular life and his world, his society and his Gods in the light of truth, and thereby
realize his proper being. Nevertheless, Filipinos do have their own philosophy. The
three dimensions of Filipino Thought are: Loob, Filipino Philosophy of Time, and Bahala
Na. These attitudes and values constitute the hidden springs of the Filipino Mind.

Examples:

Loob: Holistic and Interior Dimensions. Kagandahang loob, kabutihang loob and
kalooban are terms that show sharing of ones’ self to others. Filipino Philosophy of time.
Filipino Time is mistakenly interpreted as always delayed in the committed time of
arrival. This notion can be misleading since the Filipino farmers are early risers to go to
their field and waste no time for work. Bahala na. Come what may, nonetheless, is one
of the most outstanding Filipino Virtues. It is one aspect perceived as courage to take
risks. Filipino Thought and Values: Positive and Negative Aspects. It is believed, however, that
the Philippine values and system, in line with Filipino Philosophy, are in dire to be used as
positive motivation.

Questions/ Exercises:

1. Compare your initial understanding of “holism” to the current discussions. If you are
entertaining a tourist or balikbayan relative or friend, how will you introduce our
country, the Philippines?

2. How important are “kagandahang loob” and “ kabutihang loob” of being Pinoy?

DAILY LEARNING ACTIVITY SHEET:

INTRODUCTION TO PHILOSOPHY
 QUARTER 1 WEEK 4

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________

Activity Title: Doing Philosophy

Learning Target: Distinguish a holistic perspective from a partial point of view.

Appreciate Filipino indigenous thoughts.

Main Idea:
Abundance comes from the Latin term “abundare” meaning “to overflow nonstop.” The
gift of abundance was given a new spiritual, even Buddhist paradigm. Abundance is out
flowing than incoming. It is not about amassing material things or people but our
relationship with others, ourselves, and with nature. Our very life belongs to God.

Examples:

Abundance is not what we gather but what we scatter.

Abundance is not what we keep but what we give away.

Abundance is not what we hold but what we share.

Abundance is a choice.

Abundance is to evolve into a higher being.

Questions/ Exercises:

1. Happiest Times. List the activities, people, locations and conditions in your life
you were most happy. What did you learn about your purpose?
2. Worst Times. List the activities, people, locations and conditions in your life you
were most sad. What did you learn about your purpose?
3. As a student, how can you live a life of abundance? Give examples.

DAILY LEARNING ACTIVITY SHEET:

INTRODUCTION TO PHILOSOPHY
QUARTER 1 WEEK 5

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________
Activity Title: Doing Philosophy

Learning Target: Distinguish a holistic perspective from a partial point of view.

Appreciate Filipino indigenous thoughts.

Main Idea:

Philosophy, by its definition covers a great deal of conceptual, complex, and value laden
processes. Lessons to be learned go beyond and rise to daunting challenge of modern
experience. This believes that doing “partial” philosophy is limiting our views about the
human person within the anthropocentric frame and tradition of western philosophy. A
more holistic approach that this book presents signals even the non-anthropocentric
and eco-centric.

Examples:

In short, a broad understanding of philosophy stressed not just the humans but other
living beings. Though philosophy has many branches and special branches,
philosophical introduction goes beyond partial (i.e. individualism) but stresses holism;
beyond mind but the body as well; beyond global/technological to local and indigenous.

Questions/ Exercises:

1. Define Philosophy.
2. Explain what is unique about philosophical thought.
3. Do you think philosophy is important in the age of globalization? Why?

DAILY LEARNING ACTIVITY SHEET:

INTRODUCTION TO PHILOSOPHY
QUARTER 1 WEEK 6

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________

Activity Title: Methods of Philosophizing

Learning Target: Distinguish opinion from truth, to analyze situations that show the
difference, realize that the methods of philosophy lead to wisdom and truth and evaluate
opinions.

Main Idea:
Philosophizing is to think or express oneself in a philosophical manner, discusses a
matter from a philosophical standpoint

Phenomenology: On Consciousness
• Phenomenology was founded by Edmund Husserl.
• A method for finding and guaranteeing the truth that focuses on careful
inspection and description of phenomena or appearances.
• It comes from the Greek word phainómenon meaning “appearance.”
• It is the scientific study of the essential structures of consciousness.
• Husserl’s phenomenology is the thesis that consciousness is intentional.
• Every act of consciousness is directed at some object or another, possibly a
material object or an “ideal” object.
• The phenomenologist can describe the content of consciousness and
accordingly, the object of consciousness without any particular commitment to
the actuality or existence of that object.
• Phenomenology uncovers the essential structures of experience and its objects.

Examples:

The first and best known is the epoche or “suspension” that “brackets” all questions of
truth or reality and simply describes the contents of consciousness.
The second reduction eliminates the merely empirical contents of consciousness and
focuses instead on the essential features, the meanings of consciousness.
Phenomenologists are interested in the contents of consciousness, not on things of the
natural world as such. Phenomenology is the philosophical study of observed unusual
people or events as they appear without any further study or explanation.
An example of phenomenology is studying the green flash that sometimes happens just
after sunset or just before sunrise.

Questions/ Exercises:

1. Share your thoughts about ANGER and REASONING.

2. Give situations in your life that you use emotion over reason. Explain.

DAILY LEARNING ACTIVITY SHEET:

INTRODUCTION TO PHILOSOPHY
QUARTER 1 WEEK 7

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________

Activity Title: Methods of Philosophizing

Learning Target: Distinguish opinion from truth, to analyze situations that show the
difference, realize that the methods of philosophy lead to wisdom and truth and evaluate
opinions.

Main Idea:

Existentialism: On Freedom
• Existentialism is not primarily a philosophical method nor is it exactly a set of
doctrines but more of an outlook or attitude supported by diverse doctrines
centered on certain common themes.
 • the human condition or the relation of the individual to the world;
• the human response to that condition;
• being, especially the difference between the being of person (which is
“existence”) and the being of other kinds of things;
• human freedom;
• the significance (and unavoidability) of choice and decision in the absence
of certainty and;
• the concreteness and subjectivity of life as lived, against abstractions and
false objectifications.
• Existentialism emphasizes the importance of free individual choice,
regardless of the power of other people to influence and coerce our
desires, beliefs, and decisions.
• To be human, to be conscious, is to be free to imagine, free to choose,
and responsible for one’s life.
• One of the continuing criticisms of existentialism is the obscurity and the
seeming elusiveness of the ideal of authenticity.

Examples:

Freedom for me is like an ocean.

Questions/ Exercises:

 Draw a sign of freedom for you. Explain why it is the symbol of freedom for you.

DAILY LEARNING ACTIVITY SHEET:

INTRODUCTION TO PHILOSOPHY
QUARTER 2 WEEK 1

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________

Activity Title: Methods of Philosophizing

Learning Target: Distinguish opinion from truth, to analyze situations that show the
difference, realize that the methods of philosophy lead to wisdom and truth and evaluate
opinions.

Main Idea:

Logic and Critical Thinking: Tools in Reasoning

• Logic is centered in the analysis and construction of arguments.
• Critical thinking is distinguishing facts and opinions or personal feelings.
• Critical thinking also takes into consideration cultural systems, values, and beliefs
and helps us uncover bias and prejudice and be open to new ideas not
necessarily in agreement with previous thought.
• Two basic types of reasoning:
• Inductive reasoning which is based from observations in order to make
generalizations
 Deductive reasoning which draws conclusion from usually one broad
judgment or definition and one more specific assertion, often an inference.
 • An argument (deductive argument) is valid and sound if it is a product of logically
constructed premises.
• Validity comes from a logical conclusion based on logically constructed premises.
• An argument (inductive argument) is strong if it provides probable support to the
conclusion.
• A strong argument with true premises is said to be cogent.

Examples:

Major Premises All oranges are fruits.

Minor Premises All fruits grow on trees.
Conclusion Therefore, all oranges grow on trees.

Questions/ Exercises: Make your own examples of logical thinking.

1. _____________________________ 3. ____________________________
_____________________________ ____________________________
_____________________________ ____________________________

1. _____________________________ 4. ____________________________
_____________________________ ____________________________
_____________________________ ____________________________

DAILY LEARNING ACTIVITY SHEET:

INTRODUCTION TO PHILOSOPHY
QUARTER 2 WEEK 2

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________

Activity Title: Methods of Philosophizing

Learning Target: Distinguish opinion from truth, to analyze situations that show the
difference, realize that the methods of philosophy lead to wisdom and truth and evaluate
opinions.
Main Idea:

Fallacies
• A fallacy is a defect in an argument.
• Fallacies are detected by examining the contents of the argument.
• Common fallacies
Appeal to pity (Argumentum ad misericordiam)
 An attempt to win support for an argument or idea by exploiting his or her
opponent’s feelings of pity or guilt.
Appeal to ignorance (Argumentum ad ignorantiam)
 What has not been proven false must be true and vice versa.
Equivocation
  A logical chain of reasoning of a term or a word several times, but giving
the particular word a different meaning each time.
Composition
 Something is true of the whole from the fact that it is true of some part of
the whole.
Division
 Something true of a thing must also be true of all or some of its parts.
Against the Person (Argumentum ad hominem)
 It links the validity of a premise to a characteristic or belief of the person
advocating the premise.
Appeal to force (Argumentum ad baculum)
 An argument where force, coercion, or the threat of force is given as a
justification for a conclusion.
Appeal to the people (Argumentum ad populum)
 An argument that appeals or exploits people’s vanities, desire for esteem,
and anchoring on popularity.
False cause (post hoc)
 Since that event followed this one, that event must have been caused by
this one.
Hasty generalization
 Making an inductive generalization based on insufficient evidence.

Begging the question (petitio principii)

 An argument where the proposition to be proven is assumed implicitly or
explicitly in the premise.
Begging the question (petitio principii)
An argument where the proposition to be proven is assumed implicitly or explicitly in the
premise.

Examples:

Hasty Generalization – All students are rude.

Equivocation – Human beings have hands; the clock has hands.
Appeal to people – I will post my new shoes in my FB account, for more likes.

Questions/ Exercises:

Choose five (5) Fallacies and write a sample on each items you had chosen.

1.

2.

3.
4.

5.

DAILY LEARNING ACTIVITY SHEET:

INTRODUCTION TO PHILOSOPHY
QUARTER 2 WEEK 3

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________

Activity Title: Person as Embodied Spirit

Learning Target: Recognize own limitations or possibilities for one’s transcendence

Evaluate own limitations and the possibilities for one’s transcendence

Main Idea:

TRANSCENDENCE
• According to Thomas Merton (1948), there is no other way to find who we are
than by finding in ourselves the divine image.
• We have to struggle to regain spontaneous and vital awareness of our own
spirituality.
• Transcendental and transcendence convey the basic ground concept from the
words’ literal meaning (from Latin), of climbing or going beyond, with varying
connotations in its different historical and cultural stages.
Hinduism
• At the heart of Hinduism lies the idea of human beings’ quest for absolute truth,
so that one’s soul and the Brahman or Atman (Absolute Soul) might become one.
• Human beings have dual nature: the spiritual and immortal essence (soul) which
is considered real; and the empirical life and character.
• Hindus generally believe that the soul is eternal but is bound by the law of Karma
(action) to the world of matter, which it can escape only after spiritual progress
through an endless series of births.
• The teaching of Buddha has been set forth traditionally in the “Four Noble Truths”
leading to the “Eightfold Path” to perfect character or arhatship, which in turn
gave assurance of entrance into Nirvana at death.

Examples:
 • Humanity’s basic goal in life is the liberation (moksha) of spirit (jiva).
• Hinduism holds that humanity’s life is a continuous cycle (samsara) where the
body goes through a transmigratory series of birth and death, even though the
spirit is neither born nor dies.
• Unless the individual exerts real efforts to break away or liberate one’s spirit from
the monotonous cycle, there will be no end to the cycle.
Ultimate liberation, that is, freedom from rebirth, is achieved the moment the individual
attains the stage of life emancipation.

Questions/ Exercises:

 Discuss what is karma and in your own experience did you experience good or
bad karma?

DAILY LEARNING ACTIVITY SHEET:

INTRODUCTION TO PHILOSOPHY
QUARTER 2 WEEK 4

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________

Activity Title: Person in the Environment

Learning Target: Probe into a distinct frame about gaining valuable insights regarding
the human person in the environment. Demonstrate the virtues of prudence and
frugality toward his/her environment

Main Idea:

• Philosophers in both East and West were asking questions about the universe
we live in and our place in it.
• Eastern sages probed nature’s depths intuitively through the eyes of spiritual
sages.
• Greek thinkers viewed nature through cognitive and scientific eyes.
• Pre-Socratic philosophers represent the first intellectual and scientific attempt to
understand the origins of the universe.
• A change from the mythical explanation of the origins of the cosmos to a more
rational explanation.
• There are different views or concepts on nature or the environment from which
debates or researches can be framed and reframed.
• Anthropocentric model – humans are superior and central to the universe.
• Eco centric model – the ecological or relational integrity of the humans provides
meaning of our morals and values.
• Our limited understanding of our environment opens for a need for philosophical
investigation of nature, applying aesthetic and theological dimensions, as well as
appreciating our philosophical reflections with the concept of nature itself.
• Human made changes threaten the health of nature.
• Unlike changes in the evolutionary process, human interventions have swift and
even, violent effect on nature.
• The damage is not inevitable but a consequence of human choices, thus,
humanity needs to develop an “ecological conscience” based on individual
responsibility.
• The right to live and blossom should not just be for human beings but must be
valid to all forms of life because humans are dependent to other forms of life.

Examples:
Ancient Thinkers
• Early Greek philosophers, the Milesians, regarded Nature as spatially without
boundaries, that is, as infinite or indefinite in extent.
• Anaximander employed the term “boundless” to mean that Nature is
indeterminate―in the sense that no boundaries between the warm and cold or
the moist and dry regions are originally present within it.
• Evolution of the world begins with the generation of opposites in a certain region
of Nature that eventually burst and formed the universe.

Modern Thinkers
• Immanuel Kant expresses that beauty is ultimately a symbol of morality.
• We must ignore any practical motives or inclinations that we have and instead
contemplate the object without being distracted by our desires.
• The beautiful encourage us to believe that nature and humanity are part of an
even bigger design – an ultimate goal in which every aspect of the sensible world
has its place in a larger purpose – that draws our thoughts toward a super
sensible reality.
• Kant believes that the orderliness of nature and the harmony of nature with our
faculties guide us toward a deeper religious perspective.
• Understanding our relationship with the environment can also refer to the human
beings with ecology and nature.
• Herbert Marcuse believes that there can only be change if we will change our
attitude towards our perception of the environment.
• For George Herbert Mead, human beings do not have only rights but duties as
well.
• How we react to the community we live in and our reaction to it, change it

Questions/ Exercises:

1. Make a diagram of ANTHROPOCENTRIC and ECOCENTRIC.

2. In your opinion, how can we protect, conserve, and restore our environment?

Elaborate your answer by planning an activity that will support it.

 DAILY LEARNING ACTIVITY SHEET:
INTRODUCTION TO PHILOSOPHY
QUARTER 2 WEEK 5

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________

Activity Title: The Person as an Embodied Spirit

Learning Target: Probe into a distinct frame about gaining valuable insights regarding
the human person in the environment. Demonstrate the virtues of prudence and
frugality toward his/her environment

Main Idea:
• Theories that show care for the environment aside from the ecocentric model: deep
ecology, social ecology, and ecofeminism.

Deep Ecology
• Ecological crisis is an outcome of anthropocentrism.
• Deep ecologists encourage humanity to shift away from anthropocentrism to
ecocentrism.

Social Ecology
• Ecological crisis results from authoritarian social structures.
• Social ecologists call for small-scale societies, which recognize that humanity is linked
with the well-being of the natural world in which human life depends.

Ecofeminism
• Ecological crisis is a consequence of male dominance.
• In this view, whatever is “superior” is entitled to whatever is “inferior.”
• For the ecofeminists, freeing nature and humanity means removing the superior vs.
inferior in human relations.
• The three theories mentioned value the care, conservation, preservation of nature, and
humanity.
• The search for the meaning of life must explore not just our own survival but calls for a
new socio-ecological order.
• Erich Fromm believes that humanity ought to recognize not only itself but also the world
around it.
• For Fromm, human beings have biological urge for survival that turns into selfishness
and laziness as well as the inherent desire to escape the prison cell of selfishness to
experience union with others.
• Which of these two contradictory strivings in human beings will become dominant is
determined by the social structure currently existing in society.

Examples:

• Fromm proposed a new society that should encourage the emergence of a new human
being that will foster prudence and moderation or frugality toward environment.
 • Functions of Fromm’s envisioned society:

• The willingness to give up all forms of having, in order to fully be.

• Being fully present where one is.

• Trying to reduce greed, hate, and illusions as much as one is capable.

• Making the full growth of oneself and of one’s fellow beings as the supreme goal of
living.

• Not deceiving others, but also not being deceived by others; one may be called innocent
but not naïve.

• Freedom that is not arbitrariness but the possibility to be oneself, not as a bundle of
greedy desires, but as a delicately balanced structure that at any moment is confronted
with the alternatives of growth or decay, life or death.

• Happiness in the process of ever-growing aliveness, whatever the furthest point is that
fate permits one to reach, for living as fully as one can is so satisfactory that the concern
for what one might or might not attain has little chance to develop.

• Joy that comes from giving and sharing, not from hoarding and exploiting.
• Developing one’s capacity for love, together with one’s capacity for critical,
unsentimental thought.
• Shedding one’s narcissism and accepting that tragic limitations inherent in
human existence.
The ideals of Fromm’s society cross all party lines; for protecting nature needs focused
conservation, action, political will, and support from industry.

Questions/ Exercises:

• Write your thoughts regarding the following passage:

“The controlling attitude of humankind is extended to nature, when in fact,

humanity is part of nature.”
 DAILY LEARNING ACTIVITY SHEET:
INTRODUCTION TO PHILOSOPHY
QUARTER 2 WEEK 6

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________

Activity Title: Freedom of the Human Person

Learning Target: Realize the consequences of one’s actions. Show situations that
demonstrate freedom of choice

Main Idea:

• To be free is a part of humanity’s authenticity.

• Understanding freedom is part of humanity’s transcendence.
• Freedom consists of going beyond situations such as physical or economic.
Aristotle
• The imperative quality of a judgment of practical intellect is meaningless apart
from will.
• Practical intellect guides will by enlightening it.
• If there were no intellect, there would be no will.
• Will is an instrument of free choice.
• Moral acts, which are always particular acts, are in our power and we are
responsible for them.
• Human beings are rational and reason is a divine characteristic, thus, humans
have the spark of the divine.
St. Thomas Aquinas
• Human beings have the unique power to change themselves and the things
around them for the better.
• Human beings are moral agent: both spiritual and material.
• Through our spirituality, whether we choose to be “good” or “evil” becomes our
responsibility.
• Human being has a supernatural, transcendental destiny
• If a human being perseveringly lives a righteous and virtuous life, he transcends
his mortal state of life and soars to an immortal state of life.
• The power of change, however, can only be done by human beings through
cooperation with God.
• Perfection by participation means that it is a union of humanity with God.
• Change should promote not just any purely private advantage, but the good of
the community.
 • Fourfold classification of law: the eternal law, natural law, human law, and divine
law.

• The natural law, in its ethical sense, applies only to human beings.
• The first principle and precept of natural law is that good is to be sought after and
evil avoided.

Examples:

• A person should not be judged through his actions alone but also through his
sincerity behind his acts.

• Natural and human laws are concerned with ends determined simply by
humanity’s nature.

• Divine law or revelation is a law ordering humans to transcend his nature.

• It gives human beings the certitude where human reason unaided could arrive
only at possibilities.

• It deals with interior disposition as well as external acts

• It ensures the final punishment of all evildoings.

• Eternal law is the decree of God that governs all creation.

• It is “that Law which is the Supreme Reason and cannot be understood to be

otherwise than unchangeable and eternal.”

• For St. Thomas, the purpose of a human being is to be happy, same as Aristotle,
but points to a higher form of happiness possible to humanity beyond this life, the
perfect happiness that everyone seeks but could be found only in God.

St. Thomas wisely and aptly chose and proposed Love rather than Law to bring about
the transformation of humanity.

Questions/ Exercises:

• Describe the relationship of reason, will, and action according to Aristotle’s point
of view
 DAILY LEARNING ACTIVITY SHEET:
INTRODUCTION TO PHILOSOPHY
QUARTER 2 WEEK 7

Name: ____________________________ Date Accomplished: _____________Score: _________

Grade & Section: __________________ Parent/ Guardian Signature: _____________________

Activity Title: Freedom of the Human Person

Learning Target: Realize the consequences of one’s actions. Show situations that
demonstrate freedom of choice

Main Idea:
Jean Paul Sartre
• The human person has the desire to be God:
• The desire to exist as a being which has its sufficient ground in itself (en sui causa).
• The human person builds the road to the destiny of his/her choosing.
• Sartre’s existentialism stems from the principle “existence precedes essence.”
• The person, first, exists, encounters himself and surges up in the world then defines
himself afterward.
• The person is provided with a supreme opportunity to give meaning to one’s life.
• Freedom is the very core and the door to authentic existence.
• The person is what one has done and is doing.
• The human person who tries to escape obligations and strives to be en-soi (i.e.,
excuses, such as “I was born this way” or “I grew up in a bad environment”) is acting on
bad faith (mauvais foi).
• Sartre emphasizes the importance of free individual choice, regardless of the power of
other people to influence and coerce our desires, beliefs, and decisions.
Thomas Hobbes
• Law of Nature (Lex Naturalis) – a general rule established by reason that forbids a
person to do that which is destructive of his life or takes away the means of preserving
the same and to omit that by which he thinks it may be best preserved.
• Hobbes first law of nature is to seek peace which immediately suggests a second law
which is to divest oneself of certain rights to achieve peace.
• The mutual transferring of rights is called a contract and is the basis of the notion of
moral obligation and duty.
• One cannot contract to give up his right to self- defense or self-preservation since it is
his sole motive for entering any contract.
• The laws of nature give the conditions for the establishment of society and government.
• These systems are rooted from human nature and are not God-given laws.
• True agreement has to be reached for a contract to be valid and binding.
• The third law of nature is that human beings perform their covenant.
• This law made all covenants valid.
• This is also the foundation of justice.

Examples:
• Jean-Jacques Rousseau
• Human being is born free and good but now is in chains and has become bad due to the
evil influence of society, civilization, learning, and progress which resulted to dissension,
conflict, fraud, and deceit.
• To restore peace, bring his freedom back, and returned to his true self, he saw the
necessity and came to form the state through the social contract whereby everyone
grants his individual rights to the general will.
There must be a common power or government which the plurality of individuals (citizens)
should confer all their powers and strength (freedom) into one will (ruler).
Questions/ Exercises:

1. How can humanity achieve peace according to Hobbes?

2. In your opinion, what consists ‘free choice’? Cite examples in the current situation.